Lesson Activities by Melissa Leon
Concordia University Wisconsin, Fall 2010
A. Anticipation Activities:
Activity 1A: Author Timeline (Comprehension)
RL.5.7 Research to Build and Present Knowledge Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
It is important to know about the author before reading their works. As a class, we would go to the library and research Jeff Kinney: where he was born, background, influences, major works, etc. They would then complete an author timeline on Inspiration.
Assessment: The students will have 1 class period to research the author, and then half of the next class to fill in the web. They are to have at least two branches for every topic. I will assess their knowledge on Jeff Kinney and see if their information is accurate.
Activity 2A: Writeboard (Comprehension, Fluency)
RL.5.2 Text Types and Purposes Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
RL.5.9 Research to Build and Present Knowledge Draw evidence from literary or informational texts to support analysis, reflection, and research.
Students will look at the front and back cover of the book and predict what they think the story will be about. They will write, in paragraph form, their own events in the story. Based on what they have read, they will be able to predict what the outcome of the novel will be. Based on their predictions, they will write in paragraph form their own ending to the novel. The students will first write their response on paper, and their final copy will go on writeboard.com. Writeboard will compile all of the students' responses.
Assessment: I will informally assess the students' based on their answers. I will see if they can correctly predict what the book is going to be about, and why.
RL.5.4 Vocabulary Acquisiton and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content.
RL.5.4c Vocabulary Acquistion and Use Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Vocabulary bingo is an effective way to reinforce sight-word recognition and analyze individual words.
In Diary of a Wimpy Kid Greg Heffley encounters similar experiences of those who are his age reading the book. One day at school, Greg decides to run for class treasurer and then writes about what happened using vocabulary specific to campaigning. Events like this occur many times where Greg uses genre specific vocabulary, and because many student will encounter the same events, such as school elections, emotions, exercising, etc. it is important to help students understand the vocabulary they have or will be exposed to.
The strategy will work best either before or during the novel so students will better understand the text as they read; it can also be used after the novel as a review.
Directions: 1. Present a sample of a bingo card to the students. Have them list at least 25 vocabulary words or terms that they would like to review. You could alternatively brainstorm as a
class to create a master list on an overhead that the students could choose their 25 words from. 2. Have students create definitions for each of the terms by using the glossary in their books or the dictionary. Record each word and its definition on a 3 x 5 card. After
you have given students a chance to study their words, collect the 3 x 5 cards. Sort through the cards quickly until you have chosen twenty words. 3. Give the students about 10 minutes to create their individual bingo cards by writing one of the words from the master list on each square. After they have finished, read the
definitions for the terms aloud from the 3 x 5 cards and have the student cover the terms that they believe match your definition. 4. Shuffle the 3 x 5 cards in between games. 5. The object of the game is to cover a horizontal, vertical, or diagonal row. The first person to do this is the winner. 6. Check the winner by rereading the definitions used, which helps reinforce the definitions of the words and allows students an opportunity to ask questions.
EXAMPLE
Term and Definition Considerate - Showing kindly awareness or regard for another's feelings and circumstances Gimmick- A device employed to cheat, deceive, or trick Blubbering- An act of weeping noisily and without restraint Red-handed- In the act of committing something wrong Sarcasm- Expressing or expressive of ridicule that wounds Fabrication- Creating an untruthful statement Campaign- An operation or series of operations energetically pursued to accomplish a purpose Regimen- A regulated system, as of diet, therapy, or exercise, intended to promote health or achieve another beneficial effect Degrade- To lower in character or quality; debase Ad-lib- To improvise all or part of (a speech, a piece of music, etc Humiliate- To cause (a person) a painful loss of pride, self-respect, or dignity Hassle- To bother, annoy, or harass Confer- To consult together Promotion- Advancement in rank or position Dignity- The quality or state of being worthy of esteem or respect Exhibited- To show outwardly; display Satisfy- To fulfill the desires, expectations, needs, or demands of Foiled- To prevent from being successful; thwart Enthusiastic- lively interest of something Scramble- to move hastily and with urgency Racket- a loud noise or clamor Complicate- to make complex, intricate, involved, or difficult Treasurer- One who has charge of funds Budge- to move slightly; begin to move Bother- to give trouble to; annoy; pester
Assessment: Vocabulary bingo is a group activity which allows the teacher to assess vocabulary learning and comprehension through constant repetition of definitions. The strategy tests student’s thinking/reasoning skills, ability to make decisions, and general vocabulary knowledge. It is a great way to reinforce vocabulary learning before, during, or after reading. The students will be informally assessed during the game: are they participating? do they understand what the vocabulary words mean?
B. Building Knowledge:
Activity 1B: "Middle School" Web (Comprehension)
RL.5.9 Integration of Knowledge and Ideas Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
For this activity, I would have the students brainstorm individually. They should think about what middle school is like and how it is different from elementary school. They will use the web to organize their ideas into categories and subcategories. The activity helps activate prior knowledge about middle school; as a result, they will be able to relate to Greg Heffley more easily.
Assessment: The students should have at least two examples for every category. I will know if they are reading and comprehending the story if they can fill out the web.
2B: Literature Circles (Phonics, Fluency, Comprehension)
RL.5.2 Key Ideas and Details Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RL.5.2 Comprehension and Collaboration Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Students will be divided into small groups. They will each take turns reading the story. After students finish reading, they should go back and review the text while completing a short worksheet about the book. Some examples of questions are comprehension, summarizing, identifying, and making predictions. Some alternatives to the worksheet would be having the students create a poster about the book, making a movie trailer, etc.
Assessment: The students will be informally assessed during the Literature circles. I will take note of the following things: Are they keeping up with the reading? Are they contributing thoughts and ideas to the discussion? Do they understand what is happening in the story? How can they relate to the characters in the story?
3B: Creating a Newspaper (Comprehension, Vocabulary)
RL.5.6 Production and Distribution of Writing With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstratesufficient command of keyboarding skills.
RL.5.9. Research to Build and Present Knowledge Draw evidence from literary or informational texts to support analysis, reflection, and research.
The students will create a newspaper based on Greg Heffley's Middle School: Westmore Middle School. They will first have to look at how newspapers are written, and then write their own newspaper article using events from Diary of a Wimpy Kid. The activity will monitor the students' comprehension as to whether they are understanding the book and the events that happened in the story. The newspaper is a fun activity and a great way to assess how each student viewed the story.
Activity 1C: Compare and Contrast with Venn Diagram (Comprehension)
RL.5.1 Key Ideas and Details
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.3 Key Ideas and Details Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Students will use the Venn Diagram to compare two of the main characters in the story, Greg Heffley and Rowley Jefferon. Students will have to look in the book to find similarities and differences unique to Greg and Rowley. Students will have many examples to use for the activity, since they will already finished the novel. The Venn Diagram is beneficial because it allows the students to look at the characters as individuals as well as how the characters cross paths during the book. The activity also helps students organize their thoughts.
Activity #2C: Save the Last Word for Me (Comprehension, Fluency)
RL.5.1 Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
With Save the Last Word for Me, each student would get a note card and have to write a quote from the book on one side. The quote can be about anything: something they liked, something they disagree with, what they have a question about, etc. Once they have a quote, they are to write multiple comments on the other side about why they chose the quote. Then, the students are to break up into their reading groups and share their quotes. Each person shares his/er quote, followed by the rest of the group giving a comment on that quote. The person who reads the quote ends the discussion with his/her comments.
Assessment Rubric for Activity:
Category
Consistent
Inconsistent
Comments
1. Participates in SLWM discussion
2. Provides at least two reasons for choosing
his/her passage
3. Contributes thoughtful comments to
SLWM group discussion
5. Listens attentively and responds appropriately
to group comments in discussion
6. Completes assigned SLWM activity on time
Activity #3C: Shelfari (Comprehension)
RL.5.9 Integration of Knowledge and Ideas
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
After finishing Diary of a Wimpy Kid, students may want to read other books by Jeff Kinney or that are related to the series. Shelfari helps students see the books all in one place. Students can write reviews on books they have read or create their own bookshelf. Shelfari is a great tool for helping students choose new books to read. It allows them to expand their horizons and check out new authors.
Lesson Activities by Melissa Leon
Concordia University Wisconsin, Fall 2010
A. Anticipation Activities:
Activity 1A: Author Timeline (Comprehension)
RL.5.7 Research to Build and Present Knowledge
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
It is important to know about the author before reading their works. As a class, we would go to the library and research Jeff Kinney: where he was born, background, influences, major works, etc. They would then complete an author timeline on Inspiration.Assessment: The students will have 1 class period to research the author, and then half of the next class to fill in the web. They are to have at least two branches for every topic. I will assess their knowledge on Jeff Kinney and see if their information is accurate.
Activity 2A: Writeboard (Comprehension, Fluency)
RL.5.2 Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
RL.5.9 Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Students will look at the front and back cover of the book and predict what they think the story will be about. They will write, in paragraph form, their own events in the story. Based on what they have read, they will be able to predict what the outcome of the novel will be. Based on their predictions, they will write in paragraph form their own ending to the novel. The students will first write their response on paper, and their final copy will go on writeboard.com. Writeboard will compile all of the students' responses.
http://123.writeboard.com/4wsxpjqf0dz7ugoi
password: middle school
Assessment: I will informally assess the students' based on their answers. I will see if they can correctly predict what the book is going to be about, and why.
Activity 3A: Vocabulary Bingo (Vocabulary, Comprehension)
RL.5.4 Vocabulary Acquisiton and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content.
RL.5.4c Vocabulary Acquistion and Use
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Vocabulary bingo is an effective way to reinforce sight-word recognition and analyze individual words.
In Diary of a Wimpy Kid Greg Heffley encounters similar experiences of those who are his age reading the book. One day at school, Greg decides to run for class treasurer and then writes about what happened using vocabulary specific to campaigning. Events like this occur many times where Greg uses genre specific vocabulary, and because many student will encounter the same events, such as school elections, emotions, exercising, etc. it is important to help students understand the vocabulary they have or will be exposed to.
The strategy will work best either before or during the novel so students will better understand the text as they read; it can also be used after the novel as a review.
Directions:
1. Present a sample of a bingo card to the students. Have them list at least 25 vocabulary words or terms that they would like to review. You could alternatively brainstorm as a
class to create a master list on an overhead that the students could choose their 25 words from.
2. Have students create definitions for each of the terms by using the glossary in their books or the dictionary. Record each word and its definition on a 3 x 5 card. After
you have given students a chance to study their words, collect the 3 x 5 cards. Sort through the cards quickly until you have chosen twenty words.
3. Give the students about 10 minutes to create their individual bingo cards by writing one of the words from the master list on each square. After they have finished, read the
definitions for the terms aloud from the 3 x 5 cards and have the student cover the terms that they believe match your definition.
4. Shuffle the 3 x 5 cards in between games.
5. The object of the game is to cover a horizontal, vertical, or diagonal row. The first person to do this is the winner.
6. Check the winner by rereading the definitions used, which helps reinforce the definitions of the words and allows students an opportunity to ask questions.
EXAMPLE
Term and Definition
Considerate - Showing kindly awareness or regard for another's feelings and circumstances
Gimmick- A device employed to cheat, deceive, or trick
Blubbering- An act of weeping noisily and without restraint
Red-handed- In the act of committing something wrong
Sarcasm- Expressing or expressive of ridicule that wounds
Fabrication- Creating an untruthful statement
Campaign- An operation or series of operations energetically pursued to accomplish a purpose
Regimen- A regulated system, as of diet, therapy, or exercise, intended to promote health or achieve another beneficial effect
Degrade- To lower in character or quality; debase
Ad-lib- To improvise all or part of (a speech, a piece of music, etc
Humiliate- To cause (a person) a painful loss of pride, self-respect, or dignity
Hassle- To bother, annoy, or harass
Confer- To consult together
Promotion- Advancement in rank or position
Dignity- The quality or state of being worthy of esteem or respect
Exhibited- To show outwardly; display
Satisfy- To fulfill the desires, expectations, needs, or demands of
Foiled- To prevent from being successful; thwart
Enthusiastic- lively interest of something
Scramble- to move hastily and with urgency
Racket- a loud noise or clamor
Complicate- to make complex, intricate, involved, or difficult
Treasurer- One who has charge of funds
Budge- to move slightly; begin to move
Bother- to give trouble to; annoy; pester
*The definitions are taken from dictionary.com*
Source: http://novelinks.byu.edu/uploads/Novels/DiaryOfAWimpyKid/Vocabulary%20Strategy.pdf
Assessment: Vocabulary bingo is a group activity which allows the teacher to assess vocabulary learning and comprehension through constant repetition of definitions. The strategy tests student’s thinking/reasoning skills, ability to make decisions, and general vocabulary knowledge. It is a great way to reinforce vocabulary learning before, during, or after reading. The students will be informally assessed during the game: are they participating? do they understand what the vocabulary words mean?
B. Building Knowledge:
Activity 1B: "Middle School" Web (Comprehension)
RL.5.9 Integration of Knowledge and Ideas
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
For this activity, I would have the students brainstorm individually. They should think about what middle school is like and how it is different from elementary school. They will use the web to organize their ideas into categories and subcategories. The activity helps activate prior knowledge about middle school; as a result, they will be able to relate to Greg Heffley more easily.
Assessment: The students should have at least two examples for every category. I will know if they are reading and comprehending the story if they can fill out the web.
2B: Literature Circles (Phonics, Fluency, Comprehension)
RL.5.2 Key Ideas and Details
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RL.5.2 Comprehension and Collaboration
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Students will be divided into small groups. They will each take turns reading the story. After students finish reading, they should go back and review the text while completing a short worksheet about the book. Some examples of questions are comprehension, summarizing, identifying, and making predictions. Some alternatives to the worksheet would be having the students create a poster about the book, making a movie trailer, etc.
Assessment: The students will be informally assessed during the Literature circles. I will take note of the following things: Are they keeping up with the reading? Are they contributing thoughts and ideas to the discussion? Do they understand what is happening in the story? How can they relate to the characters in the story?
3B: Creating a Newspaper (Comprehension, Vocabulary)
RL.5.6 Production and Distribution of Writing
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills.
RL.5.9. Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research.
The students will create a newspaper based on Greg Heffley's Middle School: Westmore Middle School. They will first have to look at how newspapers are written, and then write their own newspaper article using events from Diary of a Wimpy Kid. The activity will monitor the students' comprehension as to whether they are understanding the book and the events that happened in the story. The newspaper is a fun activity and a great way to assess how each student viewed the story.
C. Consolidation:
Activity 1C: Compare and Contrast with Venn Diagram (Comprehension)
RL.5.1 Key Ideas and Details
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.3 Key Ideas and Details
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Students will use the Venn Diagram to compare two of the main characters in the story, Greg Heffley and Rowley Jefferon. Students will have to look in the book to find similarities and differences unique to Greg and Rowley. Students will have many examples to use for the activity, since they will already finished the novel. The Venn Diagram is beneficial because it allows the students to look at the characters as individuals as well as how the characters cross paths during the book. The activity also helps students organize their thoughts.
Activity #2C: Save the Last Word for Me (Comprehension, Fluency)
RL.5.1 Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
With Save the Last Word for Me, each student would get a note card and have to write a quote from the book on one side. The quote can be about anything: something they liked, something they disagree with, what they have a question about, etc. Once they have a quote, they are to write multiple comments on the other side about why they chose the quote. Then, the students are to break up into their reading groups and share their quotes. Each person shares his/er quote, followed by the rest of the group giving a comment on that quote. The person who reads the quote ends the discussion with his/her comments.
Assessment Rubric for Activity:his/her passage
SLWM group discussion
to group comments in discussion
Activity #3C: Shelfari (Comprehension)
RL.5.9 Integration of Knowledge and Ideas
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.After finishing Diary of a Wimpy Kid, students may want to read other books by Jeff Kinney or that are related to the series. Shelfari helps students see the books all in one place. Students can write reviews on books they have read or create their own bookshelf. Shelfari is a great tool for helping students choose new books to read. It allows them to expand their horizons and check out new authors.
http://www.shelfari.com/o1514265494/shelf#firstBook=0&list=0&sort=dateadded